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Table of contents

Part I. Linguistic perspectives and implications for L2 pedagogy

Chapter 1 Mental representation and skill in instructed SLA 3

Chapter 2 Input and output in SLA: Applying theories of mental representation and skill 23

Chapter 3 Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming 43

Chapter 4 Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application 63

Chapter 5 Why theory and research are important for the practice of teaching: The case of mood choice in Spanish relative clauses 85

Chapter 6 Input-based incremental vocabulary instruction for the L2 classroom 107

Chapter 7 Experimentalized CALL for adult second language learners 139

Chapter 8 Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure 165

Chapter 9 The development of tense and aspect morphology in child and adult heritage speakers 193

Part II. Cognitive perspectives and implications for L2 pedagogy

Chapter 10 Control and representation in bilingualism: Implications for pedagogy 223

Chapter 11 Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241

Chapter 12 Lexical access in bilinguals and second language learners 267

Chapter 13 Cognitive foundations of crosslinguistic influence 287

Part III. Concluding remarks

Chapter 14 Ideas for the practice of instructed SLA and their rationale: A summary and commentary 311